ERIC Number: ED219597
Record Type: Non-Journal
Publication Date: 1982-Aug
Reference Count: N/A
Reading Skills, Reading Requirements, Learning Strategies, and Performance in Navy Technical Schools. Final Report.
Sander, Stephen I.; Duffy, Thomas M.
The relationship was examined between the reading grade levels (RGLs) of 5797 students and their performance in 46 Navy technical training schools. All incoming students to 41 Navy Class "A" schools and 5 Basic Electricity and Electronics strands were administered the Nelson-Denny Reading Comprehension Test and a learning strategies inventory. The performance of each student was recorded along with other measures such as Armed Services Vocational Aptitude Battery scores, age, years of education, and primary language spoken. The relationship between RGL and performance was found to be small. In self-paced, but not in group-paced, schools, the relationship between reading skills and school performance was a function of the amount and relative difficulty of the reading required. In self-paced courses, increasing the difficulty of the text resulted in a decrease in the relationship between student reading skill and school performance. When the text was very difficult, students seemed to turn to other means of learning, and reading skill became less important. When students used a variety of learning materials and strategies to compensate for and augment the text, no specific strategy was found to relate strongly to performance. (Appendixes include some survey results.) (YLB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Navy Personnel Research and Development Center, San Diego, CA.